GROUP DISCUSSION AND ICTS IN TEACHING AND LEARNING ENGLISH IN LARGE CLASSES

Puspita Dewi(1*)

(1) Lecturer of English Foreign Language of Universitas Bumigora
(*) Corresponding Author

Abstract


This study is concerned with Information Communication and Technologies (ICTs) and Group Discussion (GD) that become one of the most effective solutions to the problem. Universitas Bumigora has numerous students in one class in which each class consists of approximately 50-60 students. The aims of this study are to identify students’ perspectives on GD and ICTs and to compare men's and women’s perspectives on GD and ICTs in large classes. This study was conducted in two big classes. The instrument in this research was a questionnaire. The questionnaire was used to get information about the students’ responses to the application of FGD and ICTs in teaching and learning English and to identify the differences responses between man and women group. The data obtained were analyzed qualitatively and quantitatively. This study was conducted in two big classes. The instrument in this research was a questionnaire. The questionnaire was used to get information about

the students’ responses to the application of FGD and ICTs in teaching and learning English. The data obtained were analyzed qualitatively and quantitatively. Based on the results, the students believed that group discussion and ICTs belong to “very good” and “good” with range score 3.11-3.44.


Article metrics

Abstract views : 51 | views : 2

Full Text:

PDF

References


Gajek, E. (2015). Implication from the use of ICT by language teachers – participants of international projects. Universal Journal of Education Research, 3(1): 1-7.

Suharto, G. (2006). Penilaian hasil belajar bahasa Inggris. Yogyakarta: P3B Universitas Negeri Yogyakarta.

Kong, Y. (2009). A brief discussion on motivation and ways to motivate students in English language learning. International Education Studies, 2,2,145-

Retrieved: www.ccsenet.org/journal.html.

Millington, N.T. (2011). Using songs effectively to teach English to young learners. Language Education in Asia, 2(1), 134-141. http://dx.doi.org/10.5746/LEiA/11/V2/I1/A11/Millington.

Floris, F.D. (2014). Using information and communication technology (ICT) to enhance language teaching & learning: An interview with Dr. S.

Gunawang Jati. TEFLIN Journal, 25, 139-146.

Carpenter, J.M. (2006). Effective teaching methods for large classes. Journal of Family & Consumer Sciences Education, 2,2,13-23.

Hiew, W. (2012). English language teaching and learning issues in Malaysia: Learners’ perceptions via Facebook dialogue journal. Journal of Arta, Science & Commerce, 3,11-19. Retrieved: www.researchersworld.com.

Philipson, R. (2009). Disciplines of English and disciplining by English. The Asian EFL Journal Quarterly, 11, 8-30.

Hang, P.T.T. (2009). Impacts of Vietnam’s social context on learners’ attitudes towards foreign language and English language learning: Implications for teaching and learning. The Asian EFL Journal Quarterly, 11, 169-188.

Ellis, R. (2003). Second language acquisition. New York: Oxford University Press.

Dewi, P. (2017). Teaching English for young learners through ICTs.

Proceedings of the 2nd TEYLIN international conference April 2017. Griptha Hotel, Kudus Indonesia, 25-26 April 2017.

Kazemi, A. & Soleimani, N. (2016). On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study. Iranian Journal of Language Teaching Research, 4(2), 87-103. www.urmia.ac.ir/ijtr.

Milanowicz, Anna & Bokus, Barbara. (2013). Gender and Moral judgment: the role of who is speaking to whom. Journal of Gender Studies. 22:4, 423-443. Routledge Tylor & Francis Group. DOI: 10.1080/09589236.2012.719314. http://www.tandfonline.com/action/journalInformation?journalCode=cjgs20.

Rahman, F. et.al. (2011). Impact of discussion method on students’ performance. International Journal of Business and Social Science, 2(7),86-94.

Luyt, R. (2015). Beyond traditional understanding of gender measurement: The gender (re)presentation approach. Journal of Gender Studies. 24:2, 2017-226.Doi:10.1080/09589236.2013.824378. http://doi.org/10.1080/09589236.2013.824378. Routledge Tylor & Francis Group.

Del Pozo, Marta Martin; Gomez-Pablos, Veronica Basilotta, & Munoz-Repiso, Garcia-Valcarcel. (2017). A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: Previous experience with video games can make the difference. International Journal of Educational Technology in Higher Education. 14:11. pp.1-18. DOI: 10.1186/s41239-017-0050-5.




DOI: https://doi.org/10.35314/inovish.v4i2.1113

Refbacks

  • There are currently no refbacks.


View My Stats